Student Name: Matt Hooper
Unit: The Mole
Assessor: Jay Fogleman Score: 41/45 Standards that must be addressed: None
General Notes:
Unpacked GSEs, subtopics and brief descriptions of misconceptions are provided. It is not clear where the misconceptions were found. The subtopics seem relevant, but i would be useful to have a brief explanation of each one.
Concept map does a nice job of defining the value and purpose of the "mole." Would it also be useful to add details about why Avagodro's number is 6.02 x 10^23? I might be nice to include an example of a conversion factor, as well as an explanation that a conversion factor must always equal to one.
You should explain in your overview that each lesson is for a 90 minute period.
Rationale does a nice job of explaining how the unit is organized and why from a learning perspective.
Instructional sequence does a nice job of building students' skills, and using real-world examples to make calculations more relevant.
Lab has students calculate percent composition of pennies. This activity should be modified by:
Integrating lab explicitly in your lesson sequence. This can be easily done by writing it as two lesson plans and placing them in your lesson sequence. Right now, it is not clear when you're planning to do each part.
To make them inquiry activities, each lab should be organized around investigating a question (e.g. Are pennies all the same?) and / or supporting an explanation with data. In part 1, students could explore the problem space by making a prediction about the mass of pennies and then measuring the density/mass of pennies and looking for patterns. Then they should combine their data and decide how to represent it to test they hypothesis. Once they document a descrepency, they should be encouraged to find out why this occurs.
In the second part of the lab, students should calculate the percent composition before and after the change date given that only two ingredients were changed. To teach about science, you should teach something about how scientists handle data anomalies, how they reanalyze data based on new hypotheses, how they research background knowledge (on pennies) to explain findings, and how they support explanations with evidence.
See individual lessons for additional notes.
Lesson Summary:
Day 1 - Introduction to mole, different versions of molar mass.
Day 2 - Calculations and conversions with molar mas.
Day 3 - Particle simulation of gas. Molar volume of gases. Conversions
Day 4 - Percent composition; Opening about fertilizer formulation; Students do sample calculations;
Day 5 -
Lab - Is is not clear when this lab will be done.
Evidence/ Comments:
5. All lessons focused on GSEs related to chemistry.
Evidence/ Comments:
3. Lessons generally step students through learning skills related to understanding chemical formulas, but do not always address materials a varying depths.
Evidence/ Comments:
4. Nice examples are provided. Examples are not always returned to during closure activities.
Evidence/ Comments:
4. Content is well presented, but sometimes seems like a procedure whose utility is unclear.
Evidence/Comments:
3. Most lessons address students' prior knowledge.
Evidence/Comments:
3. Lessons are developmentally appropriate, with some descriptions of strategies for differentiating instruction. No accommodations are described.
Evidence/Comments:
4. Several lessons have students present work using a smartboard. A simulation of the particle nature of gases is used.
Evidence/Comments:
4. Most materials described in the lessons are represented or at least described.
Evidence/Comments
3. Most knowledge and skills addressed are focused at the application level. The lab activity could be extended to help students better understand the nature of science.
Evidence/Comments:
4. There are several opportunities for formative and summative assessment. Lessons indicate that results will be discussed with students.
Evidence/Comments:
4. Several spelling errors need to be corrected.
NSTA Content Evaluation
Number
NSTA Standard
Portion of Unit Plan
Score
Evidence / Comments
1a. Content:
Understand and can successfully convey to students the major concepts, principles, theories, laws, and interrelationships of their fields of licensure and supporting fields as recommended by the National Science Teachers Association;
Understand and can successfully convey to students the unifying concepts of science delineated by the National Science Education Standards;
•Two Benchmark* lessons.
(* Lesson whose primary activity is conveying information)
5
1c.
Understand and can successfully convey to students important personal and technological applications of science in their fields of licensure
Lesson Plans
4
1d,
understand research and can successfully design, conduct, report evaluate investigations in science.
and understand
and
can successfully use mathematics to process and report data, and solve problems, in their field(s) of licensure.
Inquiry Lesson Plan(s)
4
2. Nature of Science.
Candidates:
understand the historical and cultural development of science and the evolution of knowledge in their discipline;
understand the philosophical tenets, assumptions, goals, and values that distinguish science from technology and from other ways of knowing the world;
engage students successfully in studies of the nature of science including, when possible, the critical analysis of false or doubtful assertions made in the name of science.
Lesson Plans
3
3. Inquiry
Candidates
understand the processes, tenets, and assumptions of multiple methods of inquiry leading to scientific knowledge;
engage students successfully in developmentally appropriate inquiries that require them to develop concepts and relationships from their observations, data, and inferences in a scientific manner.
Inquiry Lesson Plan(s)
2
Inquiry activity should be extended so that students are engaged in more of an investigation.
4. Issues
Candidates
understand socially important issues related to science and technology in their field of licensure, as well as processes used to analyze and make decisions on such issues;
engage students successfully in the analysis of problems, including considerations of risks, costs, and benefits of alternative solutions; relating these to the knowledge, goals and values of the students.
Unit Rationale
Lesson Plans
4
5.a General Teaching Skills
Candidates
vary their teaching actions, strategies, and methods to promote the development of multiple student skills and levels of understanding;
successfully promote the learning of science by students with different abilities, needs, interests, and backgrounds;
Lesson Plans
5
5. c-e
Candidates
successfully organize and engage students in collaborative learning using different student group learning strategies;
understand and build effectively upon the prior beliefs, knowledge, experiences, and interests of students; and
create and maintain a psychologically and socially safe and supportive learning environment.
Lesson Plans
4
6. Curriculum
Candidates
understand the curricular recommendations of the National Science Education Standards, and can identify, access, and/or create resources and activities for science education that are consistent with the standards;
plan and implement internally consistent units of study that address the diverse goals of the National Science Education Standards and the needs and abilities of students.
Unit Rationale
Learning Goals
Concept Map
5
7
Community
Candidates
identify ways to relate science to the community, involve stakeholders, and use community resources to promote the learning of science;
involve students successfully in activities that relate science to resources and stakeholders in the community or to the resolution of issues important to the community.
Lesson Plans
3
8. Assessment
Candidates
use multiple assessment tools and strategies to achieve important goals for instruction that are aligned with methods of instruction and the needs of students;
use the results of multiple assessments to guide and modify instruction, the classroom environment, or the assessment process;
use the results of assessments as vehicles for students to analyze their own learning, engaging students in reflective self-analysis of their own work.
Assessment Plans
Lesson Plans
Summative Assessment
4
9. Safety
Candidates
understand the legal and ethical responsibilities of science teachers for the welfare of their students, the proper treatment of animals, and the maintenance and disposal of materials;
know and practice safe and proper techniques for the preparation, storage, dispensing, supervision, and disposal of all materials used in science instruction;
know and follow emergency procedures, maintain safety equipment, and ensure safety procedures appropriate for the activities and the abilities of students;
treat all living organisms used in the classroom or found in the field in a safe, humane, and ethical manner and respect legal restrictions on their collection, keeping, and use.
Student Name: Matt Hooper
Unit: The Mole
Assessor: Jay Fogleman
Score: 41/45
Standards that must be addressed: None
General Notes:
Lesson Summary:
Evidence/ Comments:
5. All lessons focused on GSEs related to chemistry.Evidence/ Comments:
3. Lessons generally step students through learning skills related to understanding chemical formulas, but do not always address materials a varying depths.
Evidence/ Comments:
4. Nice examples are provided. Examples are not always returned to during closure activities.Evidence/ Comments:
4. Content is well presented, but sometimes seems like a procedure whose utility is unclear.Evidence/Comments:
3. Most lessons address students' prior knowledge.Evidence/Comments:
3. Lessons are developmentally appropriate, with some descriptions of strategies for differentiating instruction. No accommodations are described.Evidence/Comments:
4. Several lessons have students present work using a smartboard. A simulation of the particle nature of gases is used.Evidence/Comments:
4. Most materials described in the lessons are represented or at least described.Evidence/Comments
3. Most knowledge and skills addressed are focused at the application level. The lab activity could be extended to help students better understand the nature of science.Evidence/Comments:
4. There are several opportunities for formative and summative assessment. Lessons indicate that results will be discussed with students.Evidence/Comments:
4. Several spelling errors need to be corrected.NSTA Content Evaluation
•Overview
•Rationale
•Unpacking Learning Goals
•Concept Map
(* Lesson whose primary activity is conveying information)
and understand
and
can successfully use mathematics to process and report data, and solve problems, in their field(s) of licensure.
Candidates:
understand the philosophical tenets, assumptions, goals, and values that distinguish science from technology and from other ways of knowing the world;
engage students successfully in studies of the nature of science including, when possible, the critical analysis of false or doubtful assertions made in the name of science.
Candidates
engage students successfully in developmentally appropriate inquiries that require them to develop concepts and relationships from their observations, data, and inferences in a scientific manner.
Candidates
engage students successfully in the analysis of problems, including considerations of risks, costs, and benefits of alternative solutions; relating these to the knowledge, goals and values of the students.
Lesson Plans
Candidates
successfully promote the learning of science by students with different abilities, needs, interests, and backgrounds;
Candidates
understand and build effectively upon the prior beliefs, knowledge, experiences, and interests of students; and
create and maintain a psychologically and socially safe and supportive learning environment.
Candidates
plan and implement internally consistent units of study that address the diverse goals of the National Science Education Standards and the needs and abilities of students.
Learning Goals
Concept Map
Community
Candidates
involve students successfully in activities that relate science to resources and stakeholders in the community or to the resolution of issues important to the community.
Candidates
use the results of multiple assessments to guide and modify instruction, the classroom environment, or the assessment process;
use the results of assessments as vehicles for students to analyze their own learning, engaging students in reflective self-analysis of their own work.
Lesson Plans
Summative Assessment
Candidates
know and practice safe and proper techniques for the preparation, storage, dispensing, supervision, and disposal of all materials used in science instruction;
know and follow emergency procedures, maintain safety equipment, and ensure safety procedures appropriate for the activities and the abilities of students;
treat all living organisms used in the classroom or found in the field in a safe, humane, and ethical manner and respect legal restrictions on their collection, keeping, and use.